GOVERNO DO ESTADO DO PARANÁ

SECRETARIA DE ESTADO DA EDUCAÇÃO

PROGRAMA DE DESENVOLVIMENTO EDUCACIONAL

UNICENTRO – UNIVERSIDADE ESTADUAL DO CENTRO-OESTE

NÚCLEO REGIONAL DE EDUCAÇÃO DE PATO BRANCO

MÚSICAS EM INGLÊS E PRODUÇÃO DE MATERIAL DIDÁTICO:

USO DE CÓRPORA NO ENSINO DE LÍNGUAS

São João

2008

GOVERNO DO ESTADO DO PARANÁ

SECRETARIA DE ESTADO DA EDUCAÇÃO PROGRAMA DE

DESENVOLVIMENTO EDUCACIONAL UNICENTRO –

UNIVERSIDADE ESTADUAL DO CENTRO-OESTE

NÚCLEO REGIONAL DE EDUCAÇÃO DE SÃO JOÃO

MÚSICAS EM INGLÊS E PRODUÇÃO DE MATERIAL DIDÁTICO:

USO DE CÓRPORA NO ENSINO DE LÍNGUAS

Projeto de Intervenção Pedagógica na Escola a ser desenvolvido de acordo com as atividades previstas no Plano Integrado de Formação Continuada – 2008, em conformidade com as orientações da Coordenação do Programa de Desenvolvimento Educacional – PDE/SEED, sob a orientação da professora da IES – UNICENTRO – Universidade do Centro-Oeste, Guarapuava – Pr. Orientadora: Sara Geane Kobelinski.

Aluna:Cleci Lottermann Pin.

SÃO JOÃO

2008

3

To teachers:

Our main intention in this material is to contribute with some ideas to English learning

based on new theories and methodologies to teach and learn English. We focus on student’s

point of view for learning a second language because we take advantages of learning by

discover and observation. As we can notice that even without consciousness, they are

directly in contact with English language listening many different kinds of songs across

from the media.

We want to take advantage of this situation and insert them in a new context of

teaching and even so to help them to have awareness, once they are motivated by rhythm

and personal identification about the style, although they have almost no conscious of the

meaning of the songs messages.

Taking advantages of Corpus Linguistics (CL) theory, it was collected a specific

corpus of machine electronic written songs, which was the basis for the design of this

material. We also take into consideration the Lexical Approaches, which are not so

different from traditional ones ( fill in the blanks, elimination, categorization), nevertheless,

the examples they bring to us and the way they are explored makes the difference.

According to Lewis (1997) the “input's” quality is essential to the learning process.

Especially because these new approaches can enhance students learning and acquisition;

they learn vocabulary by using collocations, it is based on the principle of word

classification or expression established by the students or by teacher, it is learner centered.

The teacher is an advisor sharing knowledge with the students.

In the design of this material Systemic Functional Linguistics is also supporting our

study. Because this theory shows us that language has systematic functions. That comes up

because we can choose many ways to express the meaning, and it is functional because the

language serves to functional aims. The functional aspects are expressed on ideal,

interpersonal and textual way.

4

Dear Student:

This pedagogical material was developed trying to help you to give another

meaning on English learning. The activities was based on music, a subject, I

expect is from your interest. Keep in mind that only different strategies are not

enough for learning, but they can help if you trust and dedicate yourself.

The activities are not going to be so different, but we are going to explore

them in a way you must be awareness about the language, interacting with the

text, classmates and teacher. The important is to take a look carefully on authentic

language, here the written songs, and try to find out how the target language is

used in real world situations.

5

www.obaleiro.com.br acessado em 03/12/2008

www.angelical.com.br acessado em 3/12/2008.

Hello dear student! In this

unit we are going to discuss the

people’s attitude and how they

behave in some situations. Let’s

start it now.

Could you observe carefully

these two boxes of presents,

please? Which one, would you

like to get? Why? Do you

believe, the most beautiful one

has the best present?

Have you ever seen anybody get

a valuable present in a simple

box of present?

There is an idiom that says:

“All that glitters is not gold” http://www.englishdaily626.com/

Do you agree with that? 1.Choose an idiom that has the

same idea:

( ) It is raining cats and dogs.

( ) You can not judge a book by

its cover.

( ) An apple a day keeps the

doctor away.

Learn more about idioms doing activity 2

2.Match the idioms, then choose one and write

a paragraph giving your opinion about it.

1.“Looks can be deceiving”.

2. “Birds of a feather flock together”.

3. “It’s no use crying over spilt milk”.

4. “All that glitters is not gold”.

5. . “Beauty is in the eye of the beholder”.

( ) “Nem tudo que reluz é ouro”.

( ) “As aparências enganam “.

( ) “Quem ama o feio, bonito lhe parece”.

( ) “Não adianta chorar o leite derramado”.

( ) “Diga-me com quem andas e te direi quem

és”.

.

6

Now, we are going to talk about people’s behavior. According to Macmillan

Essential dictionary (2004) to behave is to do things in a particular way and behavior is the

way that someone behaves. As we are human beings we have different behavior’s attitudes.

Some are good and some are bad such as love, tenderness, hate, envy, anger and so on. But

prejudice is a bad one because it is related to an unreasonable opinion or feeling. It happens

when someone forms an opinion about someone or something before they have enough

information. There are many kinds of prejudice. So let’s discuss. Do you agree that many

people have prejudice because of the way a person dresses himself/herself? Or because of

His/her hair style? Look at them and give your opinion.

http://images.google.com.br/

http://i66.photobucket.com/albums/h259/S 1

7

Let’s take a look at a story about a ballerina who loved a boy and he also loved

her, but because he had a different life style and her friends didn’t like him, she kept it as a

secret.

8

Pay attention on the way this text was written. It was used an informal way as you

can notice in the word sk8ter. Can you say why? How do you write when having a chat?

Look the word boi, is it correct? How about the sentence “ skater boy’s famous”? In a

formal language it should not be used a contracted form. How is the correct form in a

formal way? Can you see any other mark of speaking? Circle them on the text and discuss

it with your teacher.

Now, talk to a friend and write down, on your notebook, short form words you use

chatting on the internet.

It’s time to make a reflection and answer these questions.

a) How are you influenced by your friend’s opinion?

b) What’s your opinion about the ballerina’s behavior?

c) What do you think about her friends?

d) In your opinion, the way you are dressed, your hair style,

the group you are in, shows who are you?

e) What could you say about your personality?

f) Do you think people have prejudice about the way some

groups dress themselves? Which group is yours?

g) Make a comment about the girls in these pictures.

g) Make a list of some groups that we find nowadays in our

society and reflect about their behavior attitudes.

For example: “Barbie girls”(“Patricinhas”) They like

fashionable clothes, make up, jewelry, expensive places.

You and your group can choose a group that you like to

show to the class and make a poster about them.

Do not forget:

http://www.milehighcomics.com/

acessado em 06/12/2008.

http://myemohairstyles.com/images/emo1.jpg

acessado em 06/12/2008.

9

to show their good and bad behaviors attitudes;

to describe the way they dresses, their hair stile;

to list the places they stay, the kind of music they like;

to talk about their personality;

to use your creativity!

Now, let’s see a part of the song that was drawn and told by “Anna Maria”, through

the ballerina’s story. Anna Maria Cajkler is from England, she stayed with the teacher of

English Jocelene Zolet Ferreira, in 2005. She was taking part of the program “The Lattitude

Global Volunteering in Brazil, whose responsible at NRE- Pato Branco is Mr. Eurides

Rosseto.

1. Listen to and fill in the blanks:

Sk8ter boy ( Avril Lavigne)

____ was a boy, _____was a girl

Can I make it any more obvious?

He was a punk, she did ballet

What more can ___say?

He wanted ____, she'd never tell, secretly she wanted

_____ as well

But all of her friends stuck up ______ nose,

they had a problem with ____ baggy clothes.

He was a skater boy, she said see _____ later boy

He wasn't good enough for ______

______ had a pretty face, but her head was up in space.

She needed to come back down to earth

five years from now, ______ sits at home,

http://www.adorocinema.com acessado

em06/12/2008.

10

feeding the baby, she's all alone

She turns on tv, guess who _____sees?

Skater boy rockin' up MTV.

She calls up her friends, ______already know,

and they've all got tickets to see his show

________tags along, stands in the crowd

looks up at the man that ______turned down

Many kinds of music have a story behind them. It is one of the reasons why people

listen to the music and like them. It also could be because they identify themselves,

somehow, with that kind of story. But when the lyric is in a foreign language as English,

for example. Do you know why people like or do not like it? You could say that is because

the melody or the rhythm, So do not be a naïve or innocent person and try to get informed

about what you are listening in a foreign language, because music, songs or lyrics are a

kind of magic for our senses. Then, it is time to show that you are not a naïve or innocent

person making a research. Follow the instructions below:

How much do you know about the singer of skater Boy? It’s your time of searching

some information. You can search at : http://www.avrillatina.com or any other address

you want to. You can also bring magazines or pictures to share with your classmates and

teacher.

Do not forget:

to show her behaviors attitudes; to describe the way she dresses herself, her hair stile;

to list the places she stay to talk about her personality; to use your creativity!

11

Do you know that many people learn a foreign language, like English, because they

like to listen to music? Yeah, they get a good pronunciation, vocabulary, and listening skills

very fast. Our idea is to help you learning English through the music.

Now we are going to do exercises focusing on the most frequent words used in many

songs, they are going to help you to understand not only this song, but also many others.

Before doing the activities let’s take a look at the explanations on the box:

Here you will find exercises based on concordance lines. If you are not familiar with

studying concordance lines, look at the explanations in the web site Compleat Lexical Tutor

In Concordances. http://www.nottingham.ac.uk/~alzsh3/acvocab/exercises.htm.

The exercises focus on one word or word family from the AWL (Academic Word List).

Doing the exercises will help you get to know the words well. A concordance gives a list of

several words, phrases, or distributed structures along with immediate contexts, from a corpus or

other collection of texts assembled for language study.http://www.lextutor.ca/concordancers/

Using Concordance Lines

A concordance line is a line of text taken from a corpus, i.e. a collection of language texts

which are organized and stored on a computer. The concordance line may come from the

beginning, the middle or the end of one of the texts. It may be made up of one sentence, part of

a sentence or part of two sentences. Each concordance line in a set includes the target word, i.e.

the word being studied. The target word is always in the middle of the concordance line. This

means that when we study a word in a set of concordance lines we can see its context, in other

words, the words which are used before it and after it.

http://www.nottingham.ac.uk/~alzsh3/acvocab/concordances.htm

Take a look at this list of words paying attention at the concordances. They are in bold

type here to help you focus on them. You need to study the words that come after the word

12

HE. These exercises always need your thinking about it. After that you can ask to your

teacher about them.

01. HE was a boy, she was a girl Can I make it any more

02. HE wasn’t good enough for her. she had a pretty face

03. HE wanted her. shed never tell secretly she wanted

1) Observe the words that come after He was and circle other word that combines with

this.

a) a child, a student, a teacher, wanted, dance, a singer, study, play, a teenager.

b) So, what is the best combination for the verb was? Is there another form for it?

c) Why the word He is always in the beginning of the sentence? How about the word

she? So let’s study the word SHE

04. He was a skater boy. SHE said see you later boy He wasnt good enough

05. good enough for her. SHE had a pretty face but her head was up ispace

06. boy rockin up MTV. SHE calls up her friends they already know and t

07. five years from now. SHE sits at home feeding the baby shes all alone

08. vious He was a punk. SHE did ballet What more can I say He wanted hs

09. never tell secretly. SHE wanted him as well But all of her friendstuc

10.kets to see his show. SHE tags along stands in the crowd looks up at t

11.head was up in space. SHE needed to come back

a) What comes after the word she? What kind of words are they ?

b) Look at sentences 9 and 10. Do they have something similar? Why?

c) What about sentences 4, 5, 8. How does the words after the word she ended?

d) What about sentences 6 and 7.Do they have something similar? Why?

e) What comes before the word SHE? Why?

Now let’s study the word HER

01. He wasn’t good enough for HER. She had a pretty face but

02. He wanted HER. Shed never tell secretly she wanted him as wel

03. She wanted HIM as well But all of her friends stuck up their

04. she said see YOU later boy He wasnt good enough for her she had

a) Where the word her is? In the beginning ( ) in the middle ( ) at the end of the sentence

( ) Why?

b) Mark () the word that does not combine with wanted:

( ) AS ( ) HIM ( ) HER ( ) ENOUGH.

13

Complete the sentences:

a) I wanted _________.

b) You wanted _______.

c) We wanted _________.

d) How about the words HIM and YOU? Are they in the same group of words? As

you can observe there are rules for the correct concordance between words, but you don’t

need to memorize all existent rules. It’s possible to understand them through a detailed

examination of sentences. Now you can take your favorite music and look for the words

HE, SHE, HIM, HER, on it observe if the followed the same rule or different ones. Ask

your teacher some help.

Concordance line is a kind of exercise that can be solved on line or off

line activities . At this time, we can go to the information Technology laboratory to

organize a “Fill in the Blanks” activity. Enjoy your time and visit the site but be

careful with your activity. Follow these steps: http://www.lextutor.ca/

1. Go to Google search and write: “The compleat lexical tutor”.

2. Choose the option: Cloze.

3. Click at: number 2 – ENGLISH

4. Go to the place and write a title. After that, write a paragraph of the music on the Text

space:

5. Choose some words you know the meaning and give a double click.

6. Click at SUBMIT and It’s going to appear an activity like this. Solve it on the web and

check your answers:

14

She needed to come back down to earth:

Five years from now , she __________at home ,

__________the baby , she ' s all alone

She turns on __________, guess who she sees?

__________boy __________' up __________.

She __________up her friends , they already __________,

and they ' ve all got tickets to see his show

She __________along , __________in the crowd

LONDON LONDON

www.inetours.com/.../BgBn/Big_Ben_8583.jp

g acessado em03/12/2008

a) What do you feel looking at this picture?

b) Is it related to lonely, peacefully, bless, blue,

silent, gray, pain, hurry and sky?

c) What do you remember thinking about these

words?

d) Choose some of them and write a paragraph.

e) What kind of music could you write if you

were there?

Do you know any Brazilian singer who

went to London and wrote a song about it? So you

will discover that music can be a kind of

criticism. And you will discover who is he and

why he wrote a beautiful song in London.

15

Read this text, it is a piece of one of Roberto

Carlos` musics.

Um dia a areia branca

Seus pés irão tocar

E vai molhar seus cabelos

A água azul do mar

Janelas e portas vão se abrir

Pra ver você chegar

E ao se sentir em casa

Sorrindo vai chorar

Debaixo dos caracóis dos seus cabelos

Uma história pra contar de um mundo tão

distante

Debaixo dos caracóis dos seus cabelos

Um soluço e a vontade de ficar mais um

instante

Músicas de protesto, de caráter político,

que são utilizadas para propagar uma doutrina

são conhecidas como “música engajada”. Você

conhece outras músicas deste gênero? Outros

grupos musicais? Vamos fazer uma coletânea

delas. E por que não aproveitar e usar o

karaokê, e fazer um show de talentos?

Let’s reflect about it.

Who knows this song?

Debaixo dos caracóis dos seus cabelos.

What kind of song is this? Who did Roberto

sang it to?

Now we are going to see and listen carefully the

Clip of the song London London. Pay attention

to discuss about it afterwards. Answer these

questions; feel free to use English or Portuguese

on your answers.

You can find it at:

http://br.youtube.com/watch?v=DM_2EdyytaU

1. Some words from “ London London” music were used in this mixed up exercise. You

need to rewrite them in the right way.

A. My eyes go looking for _______________________ in the sky. (lyfing sreaucs)

16

B. I cross the _____________streets without fear. ( trestes)

C.I am ________________ in London without fear. ( lynelo)

D. People __________ on so peacefully. (hyrur)

E. It's so ____________ to live in peace. ( doog)

F. God ________ silent pain and happiness. ( slbes)

2. It’s time to take advantage from the music and do some concordance activities to

improve our knowledge. Let’s take a look at the list of concordances:

1. Look carefully and say which kind of words comes after “lovely”and “lonely”. Can you

say their function?

2. What about sentences 03 and 05. Is there something similar? What?

3. Is there something different in Portuguese comparing to” big eyes and young bride”?

4. What about sentences 07, 08, and 10. What comes before and after “lonely”? What

changed here?

01.and a LOVELY version of Fokine's Cygne" by Olga Mo,

02. Why, what a LOVELY song

03. a LOVELY young bride and a head containing such weig

04. water-ski shows and LOVELY models pose for pictures in garden settings

05. batting LOVELY big eyes behind glitter rimmed

06. which did LOVELY, subtle things for

07. One of them was a very friendly, LOVELY fellow named Ronald

08. have LOVELY homes

09. terror all shot in LOVELY sunny scenery- so breath-taking that at tim

10. every movement is LOVELY to watch

11. by selecting some LOVELY colored dresses

12. in the LOVELY craft

17

01. is a LONELY, rather desolate region

02. ", Riesman as being "LONELY".

03. on the LONELY figure who waited for days

04.in the not-so-LONELY crowd of the swelling population

05. Ann Catt was a LONELY, devoted soul,

06. The thought of this LONELY woman sitting at her window

07. I felt LONELY and depressed

08. I felt cheated and LONELY as only an orphan can

09.on a LONELY country road

10. I felt LONELY and depressed as I packed my bags

So, can you say, why was he so lonely in London? How about searching “Caetano Veloso”

on Google? Now it’s your time: In small groups, make a research about “Caetano

Veloso”.

Do not forget: to write about his biography; to show his behaviors attitudes; to

talk about his personality; to list his most successful songs; to describe the government

we had when he wrote his song London London; to describe his exile time; to use

your creativity!

It’s very important to know about the history of our country. How about doing a research

and improve our knowledge about General Garrastazu Medici and the main characteristics

of that time?

Suggested reading: http://www.sodobrasil.com/embrasil/historiadobrasil/ http://www.suapesquisa.com/ditadura/

Based on your research you should be prepared to answer the following questions.

1. Why did Caetano sing “London” in his song if he is Brazilian? Shouldn’t he sing a

“Brazilian city”? Or did he love London more than Brazil, his home country?

18

2. Doing a reflection, which are the consequences can we suffer having a different point of

view of our friends?

3. What are the consequences can we suffer having a different point of view in our group at

school or community?

4. How about having a different point of view of our Boss, or the government? Are the

consequences similar?

5. Caetano was displaced from Brazil. What kind of government was there in Brazil at that

time? This kind of attitude happens nowadays?

6. What do you think about prejudice?

Final activity:

Você observou a história em quadrinhos interpretando a música skater boy. Agora é a

sua vez de usar a criatividade e contar uma história em quadrinhos com uma música de

sua preferência ou ainda contando sobre a tribo pesquisada pelo seu grupo .

19

REFERÊNCIAS BIBLIOGRÁFICAS

ESTADO DO PARANÁ. Secretaria de Estado da Educação. Diretrizes Curriculares da

Rede Pública de Educação Básica do Estado do Paraná. Curitiba: 2008.

FERRETI, Celso João, Organizadores... | et al.|. Novas Tecnologias, trabalho e educação:

um debate multidisciplinar, Petrópolis, RJ: Vozes, 1994.

GIL, G. (org.). Pesquisas qualitativas no ensino e aprendizagem de inglês: A sala de

aula e o professor de LE. Florianópolis: UFSC, 2005.

LEFFA, Vilson J., Organizador. O professor de línguas: construindo a profissão,

Pelotas: EDUCAT, 2006.

MURPHEY, T. & ALBER,J.L. 1985. A pop song register: the motherese of adolescence as

affective foreigner talk, with, TESOL Quarterly 19 (4)793-795

OLIVEIRA E PAIVA, Vera Lucia Menezes de, Organizadora. Ensino de língua inglesa:

reflexões e experiências, Campinas, SP: Pontes Editores, 3ª ed. 2005.

SARDINHA, T.B. (2004). Lingüística de Corpus - Barueri, São Paulo: ed. Manole 2004.

SARMENTO, Simone, Muller, Vera, Organizadoras. O Ensino do inglês como língua

estrangeira: estudos e reflexões, Porto Alegre: APIRS, 2004.

SAVIANI, Dermeval. Pedagogia Histórico-Crítica, Campinas, SP: Editora Autores

Associados, 2005.

BÉRTOLI-DUTRA, patrícia. Explorando a Lingüística de Corpus e Letras de Música

na Produção de Atividades Pedagógicas, PUC, SP, 2002.

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FERREIRA, Martins. Como usar a Música na sala de aula. São Paulo, SP: Contexto,

2008.

WIKIPÉDIA, Línguística _de_ Corpus. Fonte: pt wikipédia.org.wiki/Lingüística_de_

Corpus- 28k- acesso em 15/07/2008.